Test-taking strategies for word problems

In addition to poor studying habits or lack of studying altogether, I also know that students sometimes perform under par due to poor testing strategies.  For example, during an exam, students may become confused by a problem’s wording or misread a problem and therefore mark the incorrect answer.  One strategy that I have developed in my classroom is called “STOMP.”  This strategy was originally adapted from a Teach for America professional development program and then adapted for use in my classroom.  I have found that by teaching students to go through problems in these steps, the students are much less likely to make a mistake or rush through an exam.

TEST-TAKING STRATEGIES FOR WORD PROBLEMS: STOMP

Search for key words & underline them. 

Tell yourself what the problem is asking (box the question).

Omit unnecessary information.  Scratch it out!

Make pictures to summarize information in the problem (if possible)

Process of Elimination (cross out answers you know are wrong)

Does anyone have any other testing strategies that they use in their classroom? 

The Study Log - a tip for teachers

Many teachers have expressed their concern that they feel students never really study at home, even if this is a homework assignment.  One way to ensure that students do study at home is to use a study log, which is attached below.  This study log was used before the final exam I gave last year, and is based off of a study log given to me by Liza Enrich, another DC science teacher. 

This study log is useful because it gives students a set time goal for studying (3 hours) as well as a mechanism to keep track of their efforts.  In addition, the back page lists all of the units that we covered so that if a student chooses not to do a review activity for a particular unit, he or she acknowledges this by checking the “I did nothing” box.  Students are also given options for ways to study, such as: doing problems on old quizzes, doing problems on old homeworks, making and using flashcards, rewriting notes or coming to tutoring.

Check out the study log that I gave my ninth graders before finals this year:

The biggest challenge for teachers is to ensure that students actually practice outside of the classroom.  That’s where parents come in.  Parents reinforce the expectations set by the teacher, especially since teachers really cant push students to do more work once they leave school property.  By having students fill out the study log and obtain the parent’s signature, teachers are encouraging students to talk with their families about academic requirements.  Teachers can also give parents a list of suggestions about ways with which they can help support their child’s studying in a class.

Quick studying tips for students and teachers

FOR STUDENTS: Here’s a list of tips and possible ways to review in preparation for an upcoming exam:

1.     Complete any review packets or review materials given to you by your teacher

2.     Create flashcards of key terms/vocabulary words with definitions on the back – review these flashcards by yourself or with a friend or parent

3.     Rewrite class notes by outlining the most important parts

4.     Work through old exams, homeworks, quizzes to get extra practice

5.     Take a practice exam

6.     Make a “BOOM” bag – a bag with questions and answers on it that can be played with one or more individuals. If a boom is received, everyone must put their cards back n the bag. 

7.     Attend tutoring to further explore topics

8.     Get a good night’s sleep after studying to help your brain process information

9.     Spread out your studying

10. Make to- do lists and prioritize what to study first

11. Put in mini-breaks during studying  

12. Reward yourself for your accomplishments!

13. Don’t let yourself procrastinate!

14. Create your own study guide/ study schedule to stay on track

FOR TEACHERS: Possible review activities:

1.     Station review

2.     Review packets

3.     Review games (jeopardy, taboo, Go Fish, Earn your seat, memory games, bingo)

4.     Make and use flashcards in class

5.     Have students identify learning styles in class and learn about specific review activities for each learning style

6.     Use study logs

7.     Focus on different reviewing strategies in different units of the year

8.     Teach mnemonics for important concepts 

Learning Styles

Before we really dive in to the topic of studying, it is important to recognize that there are various learning styles and that different strategies work for different students.  A "learning style" really just means the way that you learn best due to the fact that it best aligns with the way in which your brain processes information.  Thinking back to the last post - no one learning style is the best.  (Remember the idea of malleable intelligence- the harder you work the smarter you get!  Therefore, learning styles are about how to allow yourself or your student to work as efficiently as possible to really succeed).  

A quick google search tells me that this is a very complex issue.  Multiple websites have multiple ideas about what the different learning styles even are!  Feel free to navigate the web more on your own, but I will share some of the learning styles that are shared on the "Education Atlas."

Learning styles:

- Visual - learn best when information is presented in a written format - through powerpoint, words on a chalkboard or even looking over written notes.  (This makes going to class very important!)

- Auditory - learn best by hearing information 

- Tactile - these learners are more kinesthetic, which means that building models or drawing things may help their brain to really process information. 

- Logical - Great at making connections or identifying patterns, which is really helpful for classes like math and science 

- Social - learn best by working in a group

- Solitary - learn best by studying individually

I have found that you can be more than one learning style.  Personally, I am a visual and solitary learner, but I have also found that this may change depending on the subject matter.  For example, I prefer to study math alone but history in groups.  To really be successful, you need to find your learning style and what works best for you. What's your learning style?

Citation:

"Study Skills: Learning Styles | EducationAtlas." Education Atlas® - Online Map to Education, Online Degrees and Distance Learning. Web. 30 June 2011. <http://www.educationatlas.com/student-learning-styles.html>.

Malleable Intelligence

Many people believe that each individual is born with a set capability or capacity for intelligence.   This misconception may cause others to think, wrongly so, that some people are naturally “smart” while others are naturally “dumb.”  While we each may have our own learning styles or methods for success (which will be addressed later on in this blog!), research has proven that the harder an individual works, the smarter he or she will become.

What does that mean for students?  Basically, anything is possible and YOU are the determiner of your own success.  If you want top grades, it’s up to you to put in the time to earn those grades.  

In 2002, scientists did an experiment with seventh-grade students in New York City to test if malleable intelligence was real.   The scientists separated the 7^th graders into two groups during the first eight weeks of the spring term. One group learned about the malleability of intelligence by reading and discussing a science-based article that described how intelligence develops and students can become smarter over time. A control group of seventh-grade students did not learn about intelligence's changeability, and instead learned about memory and testing strategies. The scientists found that as compared to the control group, students who learned about intelligence's malleability had higher academic motivation, better academic behavior, and better grades in mathematics (Blackwell et al, 2002).  

Citation:

Blackwell, L., Dweck, C., & Trzesniewski, K. (2002). Achievement across the adolescent transition: A longitudinal study and an intervention. Manuscript in preparation.